Post on 18-Dec-2015
System Implementation and Monitoring
Regional Session
Spring 2015
http://sim.abel.yorku.ca
#SPRINGSIMK12 #SIMK12 @lnssim
SIM K-12 REGIONAL SESSION RESOURCES
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Purpose of SIMK-12 System Implementation and Monitoring
The goal of the SIMK-12 sessions is to support superintendents with responsibility for schools in
the implementation of the Board Improvement Plan for Student Achievement
(BIPSA) in their schools.
Learning
• What evidence do you have that learning has occurred for members of your team and the folks that they interact with?
• Do you have evidence of new practices having made an impact on the urgent student learning need that your goal addressed?
• Were your strategies the right ones?• Were you able to monitor the strategies as you planned?
Learning is a process through which experience causes permanent change in knowledge or behaviour.
Woolfolk, Winne & Perry, 2012
Overview of Fall and Winter Sessions
Winter Morning• Minds On – high quality mathematics
instruction • Video – Dan Meyer • Planning for implementation – a look
at your goal • Improvement mistakes to avoid • Implementation challenges • Video – Implementation • Steps to accomplish your
mathematics goal (placemat) Afternoon• Mindsets that support
implementation • Readings • Video – Carol Dweck • Consolidating your implementation
plan
Morning • The Sign Post Problem• Revisit Quality Instruction• Mathematics learners’ proficiencies • Video – Lucy West • Role of mathematics tasks • The Chocolate Bar Problem• Types of Mathematical Tasks• Tasks in the Mathematics Classroom:
>Conversation tool >Attributes of a rich task>Work in grade groups:
K-2, 3-5, 6-8, 9-12 Afternoon• Analysis of Tasks by Teams• Sharing of Implementation Steps
and Monitoring Actions in Like-Role Groups
2014 2015Fall
AGENDA
Morning
Focus on the Classroom Discourse Component of the Pedagogical System
Article Reading and Discussion: Orchestrating Productive Mathematical
Discourse
Math Problem
5 Practices that Support Deep Mathematical Discourse:
Anticipation, Monitoring, Selecting, Sequencing and Connecting
Afternoon
Board Team: Evaluating Learning Related to the Math Goal
Like-Role Discussion on Learning
Team Time
Demonstration of
Learn Teach Lead and a
New Mathematics App
Feedback
Best Evidence Synthesis on Effective Pedagogy in Mathematics
Effective mathematical pedagogy is a coherent system rather than a set of discrete, interchangeable strategies. This pedagogical system encompasses:• A non-threatening classroom environment• Instructional tasks• Tools and representations • Classroom discourse
Effective Pedagogy in Mathematics/Pangarau by Glenda Anthony & Margaret Walshaw, New Zealand (2007)
It is in the classroom community that students develop the sense of belonging that is essential if they are to engage with mathematics. It is within this community that the teacher creates a space for individual thinking and for collaborative mathematical explorations.
Effective Pedagogy in Mathematics/Pangarau by Glenda Anthony & Margaret Walshaw,(2007, page 54)
Mathematical Communities of Practice
Classroom Discourse: Students Articulating Their Thinking Quality teaching involves socializing students into a larger mathematical world that honours standards of reasoning and rules of practice:
The teacher must give each student an opportunity to work through the problem under discussion while simultaneously encouraging each of them to listen to and attend to the solution paths of others, building on each other’s thinking.
Students Articulating Their Thinking …
Yet she must also actively take a role in making certain that the class gets to the necessary goal: perhaps a particular solution or a certain formulation that will lead to the next step ….
Finally, she must find a way to tie together the different approaches to a solution, taking everyone with her. At another level just as important she must get them to see themselves and each other as legitimate contributors to the problem at hand.
Effective Pedagogy in Mathematics/Pangarau
by Glenda Anthony & Margaret Walshaw,
(2007, page 72)
Classroom DiscourseOrchestrating Productive MathematicalDiscussions: Five Practices for HelpingTeachers Move Beyond Show and Tell
Reading: 10 minutes Discussion: 20 minutes
Read pages 314-322
What is the mathematical learning that students will achieve with this task? How does the task build on students’ prior knowledge and experience? Is the task problematic for students? Does the task provide opportunities to “press for understanding”? Does the task allow for multiple tools and representations? Does the task allow for multiple entry points for students? Does the task have the potential to engage students in mathematical thinking?
Conversation Tool for Mathematics Tasks
Mathematics Tasks and Classroom Discourse
Discourse involves asking strategic questions that elicit from students both how a problem was solved and why a particular method was chosen. Students learn to critique their own and others’ ideas and seek out efficient mathematical solutions.
Mathematics Tasks and Classroom Discourse
The calculational explanation involves explaining how an answer or result was arrived at – the process that was used.
Paul Cobb (2006) stated that there are two parts to a mathematical explanation:
A conceptual explanation involves explaining why that process was selected – what are the reasons for choosing a particular way. In this way students have to be able to not only perform a mathematical procedure but justify why they have used that particular procedure for a given problem.
Retrieved from arb.nzcer.org.nz/strategies/mcd.php
“The solution to a math problem is not a number; it’s an argument,a proof.” Paul Lockhart, page 50, Measurement
What does the teacher need to do to promote mathematical discourse in the classroom?
From the Professional Standards for Teaching Mathematics
Teacher's Role in DiscourseThe teacher of mathematics should orchestrate discourse by:
• posing questions and tasks that elicit, engage, and challenge each student's thinking
• listening carefully to students' ideas
• asking students to clarify and justify their ideas orally and in writing
• deciding what to pursue in depth from among the ideas that students bring up during a discussion
• deciding when and how to attach mathematical notation and language to students' ideas
• deciding when to provide information, when to clarify an issue, when to model, when to lead, and when to let a student struggle with a difficulty
• monitoring students' participation in discussions and deciding when and how to encourage each student to participate
Mathematical Communities of PracticeConversation Tool
Take a moment to reviewthis conversation tool.Consider: •How it connects with your discussions so far
•Use it as a lens for continued reading of the article (coming next)
•Think about how it might be helpful for classroom observations
Orchestrating Productive Mathematical Discussion: Five Practices for Helping Teachers Move Beyond Show and Tell
Anticipation: pages 322-326
Sequencing: pages 329-330
Monitoring: pages 326-327
Selecting: pages 327-329
Connecting: pages 330-331
Everyone read: pages 332-335
Continue the reading of the article byselecting one of the following sections:
Group Sharing of 5 Practices
Each person at the table should highlight one or two main ideas from the practice that they read about.
Approximately 1 minute per person!
Deconstructing the Discourse
As you listen to the deconstruction discussion, think about: •Which elements of the conversation tool you observed and which ones were not evident?
•Which elements of the five practices you observed and which ones were not evident?
• If this was a class that you observed, how would you start a conversation with the teacher of this class?
• Do the problem yourself to determine the strategies students are likely to use.
• Will this problem be the most useful in addressing the mathematics?
• Think about how to respond to the work that students are likely to produce.
• Analyze the curriculum as a continuum and examine professional resources (e.g. learning trajectories) to inform this practice.
Smith & Stein (2011)
Anticipating
• Listen, observe, identify key strategies
• Keep track of approaches
• Ask questions of students to get them back on track or to think more deeply
• Ensure that student thinking is visible
Smith & Stein (2011)
Monitoring
•CRUCIAL STEP – What do you want to highlight?
• Purposefully select those that will advance mathematical ideas, strategies, and use of tools.
Smith & Stein (2011)
Selecting
• In what order do you want to present the student work samples?
• Do you want the most common? Present misconceptions first?
• How will students share their work? Draw on board? Put under document camera?
Smith & Stein (2011)
Sequencing
• Craft questions to make the mathematics visible
• Compare and contrast 2 or 3 students’ work – what are the mathematical relationships?
• What do parts of students’ work represent in the original problem? The solution? Work done in the past?
Smith & Stein (2011)
Connecting
Evaluating Your Learning in Board/FOS Teams
1. How has your SIM Math Goal evolved over this past year?
2. What KEY strategies/actions have you been implementing in service of this goal? Do you have evidence of new practices having made an impact on the urgent student learning need that your goal addressed? Were your strategies the right ones?
3. How did you monitor this work from the perspective of your role? Consider your data, analysis of the data and how it informed your decision making. Were you able to monitor the strategies as you planned?
4. What is the evidence of your successes and challenges throughout the system?
5. How has your SIM team “in between work” evolved over this past year?
Consider the questions below:
Like-Role Discussion on Learning
1. With evidence (e.g., artefacts, data), explain how you have monitored your learning and the learning of others, throughout the planning and the implementation of your SIM Math Goal.
2. Share a pivotal moment from your learning.How has this pivotal moment changed your subsequent thinking and/or practice? What specific evidence do you have regarding this change in your thinking and/or practice?
Discuss your own learning and the learning within your
sphere of influence.
Breakout Rooms
WHO WHERE
Superintendents
Principal/Vice-Principals
Board Office Staff
Classroom Teachers
Team Consolidation
1. Highlight KEY findings from the “Like-Role” discussions.
2. Reflecting on today’s learning, what might you Start, Stop & Continue in relation to your Math Action Plan?
3. As a SIM team, how will we continue to Scale Up (depth, sustainability, spread and ownership) the learning across the system?